EDN 460 – Fall 2011Administration of Preschool ProgramsMonday 6:30–9:15 p.m. – Room EB 331

Instructor: Dana M. Shelit Office: EB 213Phone: 910-962-2919

Shelitd@uncw.edu

Office Hours: Monday & Tuesday 3-6:00 p.m.Wednesday 1-3:00 p.m.And by scheduled appointment

Course Description: The administration of early childhood education programs will be studied, including planning, scheduling, enrollment, licensure and evaluation of programs operating in various settings. Relevant federal, state legislation, policies and regulations will be examined. Public policy questions for program administration will be examined. Possibilities for integrating child and parent education will be explored. Field experiences required.

Conceptual Framework: This course is both guided by and contributes to the Watson School of Education’s (WSE) conceptual framework for teacher education. You can review this conceptual framework at: http://www.uncw.edu/ed/pdfs/cf.pdf . The overarching goal of the EYC program in the WSE is to assist students in becoming highly competent and reflective professional who are able and willing to serve in a variety of educational leadership roles. Eight descriptors (decision making, commitment to ethical and professional standards, knowledge in academic content, pedagogy and technology, sensitivity to diversity, communicational skills, and reflective practice) are integral components of the conceptual framework and provide the basis for developing professionals who can meet the needs of diverse learners.

Consistent with the framework, this course provides numerous opportunities for inquiry, analysis, application, and reflection by students, in order to become more effective educators. Students are continually encouraged to evaluate and interpret what happens in early childhood programs for the purpose of developing specific insights into effective education programs for young children, as well as making informed decisions about creating a supportive, nurturing, regulated, child-appropriate program.

Course Objectives and Outcomes: Upon completion of this course, the student should be able to: 1. Demonstrate the ability to articulate historical, philosophical, and legal basis of services for

young children with and without special needs. 2. Demonstrate knowledge of ethical and policy issues related to educational, social and other

services for young children and their families. 1. Demonstrate knowledge of current trends and issues in early childhood education. 2. Demonstrate knowledge of state and federal legislation, policies, and regulations that affect

children, their families and programs for children. 3. Become familiar with child care policies and programs in other countries. 4. Become informed of the responsibilities of early childhood administrators in a wide variety

of programs in relation to personnel, financing, programming, licensing, and other areas. 5. Recognize and utilize the competencies and guidelines established at the state and national

level (e.g., North Carolina Standard Course of Study (K), North Carolina Guide for the Early Years (preschool), and the NAEYC) when designing educational programs for young children. Generate plans for the administration of early childhood education programs, including schedules, personnel development, and program evaluation.

Administration of Preschool-- Page 6. Become acquainted with supervisory techniques that support the development of adults and

children in early childhood programs. 7. Recognize and assess quality early childhood programs. 8. Recognize the importance of including families in the total program in early education. 9. Demonstrate the ability to identify structures supporting interagency collaboration, including

interagency agreement, referral, and consultation. 10. Demonstrate professional behaviors, including modeling a positive attitude for working with

young children, behaving ethically – maintaining confidentiality and impartiality, interacting in a manner reflecting respect for self and others, displaying awareness of professional resources, and seeking out knowledge and skills to improve practice.

11. Engage in reflective practice and the development of professional development goals.12. Use technology as a resource when planning and designing a child care center.

Required Texts: 1. Sciarra, D. J., Dorsey, A. G., & Lynch, E. (2010). Developing and Administering a Child

Care and Education Program (7th Ed.). NY: Thomson Delmar Learning.2. North Carolina Child Care Handbook for Centers (effective July 2010). North Carolina Division

of Child Development, Raleigh NC. Website: http://www.ncchildcare.dhs.state.nc.us 3. Additional readings including journal articles, licensing rules and regulations, pamphlets, book

chapters, etc. are available on the course site on Blackboard 9.

Methods of Instruction: The course is designed as a seminar. Class meetings will include lecture by the instructor and students, small and large group discussions, cooperative learning tasks, guest speakers, and illustrative videotapes and presentations and demonstrations.

Academic Honor Code: All students are expected to adhere to the requirements of the UNCW Academic Honor Code (See the UNCW Code of Student Life, Section I, p. 6-10). Responsibilities in this area include, but are not limited to, avoidance of cheating, bribery, plagiarism, improper citation of sources, using another student’s work, and any other form of academic misrepresentation. Violation of the Academic Honor Code may result in the failure of the assignment, failure of the course, and/or additional disciplinary actions.

Students with Disabilities:  UNCW is committed to providing reasonable accommodations to enable qualified students with documented disabilities to accomplish their educational goals. Any student who feels s/he may need an accommodation based on issues relating to disability should contact me privately to discuss your specific needs. Students with documented disability should contact Disability Services (Westside Hall, 910-962-7555) to coordinate reasonable accommodations. To best provide the accommodation you need, make this request as soon as possible, since adjustments cannot be made to grades you have received for course work already completed.

WSE Performance Process: Consistent with the commitment to admit quality students into the teacher education programs, the Watson School of Education also focuses upon the retention of students in programs designed to prepare them to become effective educators. The Performance Review Process is an ongoing component of that effort, and is formally activated at least once per semester. The purpose of the Performance Review Process is to provide honest and candid feedback to prospective educators as part of the Watson School's obligation to produce quality personnel. Students should be aware that review of performance will occur at least twice during their program of studies in the Watson School of Education: (1) approximately midway through their coursework requirements, and (2) prior to student teaching. Faculty also can express their concerns at any time during a student's program." This Process focuses on academic achievement and professional behavior. Further information about this process is available on line @ http://www.uncw.edu/ed/advising/documents/perfreviewprocess.pdf.

Administration of Preschool-- Page

Standards of Professional Conduct: As a student in the Education of Young Children (EYC) program at UNCW, you are also an early childhood professional and a representative of the Watson School of Education. As such, you are responsible for knowing and following the guidelines specified in the Watson School of Education Standards of Professional Conduct. These standards can be viewed on the Watson School of Education website at: http://www.uncw.edu/ed/.

This course, like others in the EYC program, gives you the opportunity to demonstrate commitment to your own professional development and to practice professional norms and standards of behavior in all interactions with fellow students, instructors, cooperating/partnership teachers, parents/guardians, and children. As part of this course, students are expected to demonstrate professional attitudes and behaviors at all times, including the following:1. Take responsibility for your own learning and self-improvement.2. Remain open to the ideas and suggestions of others.3. Actively critique your own performance.4. Collaborate and cooperate actively with classmates during group work.5. Adhere to professional norms of dress and conduct. 6. Use Standard English in oral and written communications.7. Prepare thoroughly for field-based assignments.8. Keep all appointments and follow through on all commitments, or promptly notify all individuals

who are affected if you are unable to do so.9. Adhere to rules and standards established by field experience/internship sites.

Electronic Devices Policy: Difficulties with student’s use of electronic devices during class and field experiences have inspired many instructors to seek out research on the topic. While it is widely acknowledged that technology is a wonderful tool, research is supporting that student’s non-use of electronic devices in the classroom serves to provide fewer distractions for everyone and actually enhances learning. Therefore, in order to create a respectful and supportive learning environment for everyone, you are asked to please turn off and put away cell phones, laptops, and other electronic devices during class and field experiences unless you have a documented accommodation in place that requires you to use them to support your learning. If a person’s electronic devices are used during class without this accommodation, please note that five points will be deducted per occurrence from class-participation points without reminder from the instructor. You may use electronic devices during break.

Course Requirements: Both students and instructor will share the responsibility the use of class time. It is expected that students participate, share information, and act as resources for each other. The instructor views her role as observer, facilitator and guide. It is the responsibility of each student to explore ways of using this course to maximize her/his learning. Sharing constructive feedback throughout the term about how the course is going is important and valued.

Class Attendance and Participation

Both attendance and participation influence your grade. Class participation and attendance will account for 10% of the course grade. Hence, it is essential that students attend each class and participate to the maximum extent possible. Attendance will be recorded by signature at the beginning of each class. Unexcused absences will be reflected on your final grade. Each unexcused absence will reduce the final grade by 5 points. If attendance is impossible, the instructor should be notified prior to the class session. If you miss more than four classes for any reason, you will be administratively withdrawn from the course.

Administration of Preschool-- Page Formal class time begins promptly at 6:30 PM. All students are expected to be present at that time. If a student is not present when the attendance roster is signed, s/he will be marked tardy. Tardies More than 5 minutes late to class will be counted as a late-arrival, and every three late-arrivals will be marked as an absence. Late-arrivals may be excused at the discretion of the instructor if they are 1) not habitual and/or 2) the student provides a justifiable reason for being late. Please be polite to others by arriving on time to class as you would to a job. If you are tardy, it is your responsibility to see me after that class to record your attendance.

Active class participation is essential to our enjoyment of this course. Everyone is encouraged to participate in every class. Usually, the lecture time will be short and our class discussions will occupy the main bulk of our time. The following requirements are designed to support and encourage your full participation:

1. Come prepared and ready to take part in class discussion and learning activities.2. Participate in all group discussion and learning activities to the best of your ability. Be

prepared to ask questions, make comments, and share ideas in class from your readings. 3. Bring textbooks and assigned readings to every class, to facilitate discussion and other

learning activities.4. Complete all assigned readings and assignment PRIOR to class. You are expected to refer to

the readings in some of your written assignments and projects.5. Obtain class notes and assignments for missed classes.6. Refrain from having separate conversation/discussion with other classmates during class

(talking during class lecture/discussion limits others from hearing fully).

Submission of AssignmentsAll assignments are due at the beginning of the designated class period. Clarify assignments/projects before due date and turn them in when due. Any assignment turned in late will receive a 10% reduction in grade for each day it is late. NO WORK IS ACCEPTED THREE DAYS BEYOND DUE DATE. Any assignments that are turned in after 3 days will be given a grade of zero. Exceptions to this policy will be granted only in extraordinary circumstances. Please note that excuses such as "my computer or printer broke down" cannot be accepted. All pieces of modern electronic equipment have special sensors that are programmed to break down whenever the user is in a hurry or stressed out. Don't wait until the last minute to print out an assignment.

Assignment completed outside of class must be typed or word-processed, double-spaced lines, and printed in black ink, with a basic 12-point font (Arial or Times New Roman), and 1 inch margins.

Titles and pertinent information (name, date, course and instructor) may be placed either on a cover page or at the top upper left of the first page. Please put your full name and page number on every page of every paper you turn in. Please do not use page protectors for assignments/projects.

Assignments must include a list of references cited in a proper format (APA) when references were used.

Assignments are to be the work of you and/or your team, not the work of others. Assignments with multiple pages must be stapled. Writing quality (including mechanics, organization, and content) is figured into the

overall points for each writing assignment, so please proofread carefully. The Writing Center in the Randall Library is a supportive resource that is available to everyone to help with writing. Resource yourself!

Please do not use e-mail to send me written assignments: always submit a hard copy (word-processed) unless otherwise indicated by the instructor. Please remember to

Administration of Preschool-- Page retain an electronic copy of your work until your final grades are posted on SEANET. If so requested, you must supply an electronic copy to me. Not submitting a copy of your work upon request will result in automatic failure in the assignment and possible failure in the class.

Please come to me with questions and concerns about expectations, assignment, or class activities. I am happy to clarify and lend assistance on projects and assignments, but please come to me within a reasonable timeframe.

Professionalism Professional dispositions play an important role in creating a successful learning experience and in being a well-rounded and highly qualified professional. Please be mindful that respectful language and professional behavior is expected of everyone in the class. It is recommended that individual differences are recognized a) by the use of language which avoids adjectives with negative connotations, and b) by listening and responding respectfully and courteously to those with different view-points or perspectives.

Use of Blackboard 9We will be using Blackboard 9 (Blackboard Learn) as our course web site. Log into Blackboard Learn with your SeaNetID and /password. You will be able to download, for example, the class syllabus and supplemental readings, forms, web resources, and more.

Team/Group ProjectsThe work in this class will be done in a combination of independent and team work. The purpose of the team/group activities/projects is to provide you with opportunities to collaborate with your peers in activities/projects that you might experience later in the early childhood workforce. Furthermore, prior experience indicates that students tend to produce projects of higher quality in team/group. To make this collaborative work an enjoyable experience, it is expected that all students respect the diverse experiences and strengths of their fellow team member(s) throughout the course of this class. Each team will be composed of 2-3 students. It is up to each team member to figure out the best way to work as a team. This will certainly include group meetings and a lot of discussion amongst team members in and out of class time. Team work means working together: all team members are expected to contribute in equal amounts to team-completed activities/projects. Team members should neither expect others to do their share of the assignments, nor assume responsibilities that rightfully belong to their fellow team members. If any team members are not respectful of these expectations, this may be brought to the instructor’s attention and the team members will be asked to complete the work individually. Group activities/projects will be graded based not only on what the group does as a whole, but also on individual effort within the group. Students will be given the opportunity to explain how they and their team members contributed to the activity/project on the “Team Participation Evaluation Form” to be provided in class. You must turn this form in to me at or before the time when you turn in/present your activity/project.

Course Assignments:

1. Quizzes (120 points minus lowest score = 110 points) : There will be weekly short in-class quizzes drawn directly from the reading. Quizzes will be given during the first half-hour of the class period, so it’s important to be on time. If you come to class while the quiz is being administered, you will have until time expires on the quiz to finish. If you come to class after the quiz has been completed, you will not have the opportunity to take it and you will receive a grade of ‘0’ for that quiz. Also be reminded that quizzes cannot be made up. However, the lowest quiz score will be dropped from the total possible points. If you read your text, you will do fine on the quizzes!

Administration of Preschool-- Page 2. Philosophy of Education (30 points) : You may have done a philosophy of education paper in

previous classes in the time you have been in the EYC program, but since this is the last class you will take either during your practicum semester or before going on to your practicum or internship semester, we will re-visit your thoughts. Challenge your previous assumptions in light of your current thinking and practice-applying what you have learned throughout your work in the field to date. Remember that time, knowledge, interaction, experience, and other factors may have changed your thinking over time. In addition to developing and revisiting your philosophy of education, you will be challenged to reflect upon and develop a program philosophy, and a philosophy of what it means to assume a leadership role in the administration of preschool programs. Drafts are due as indicated in the syllabus, with revisions to be included in your final project at the end of the term. We will discuss and share examples in class.

3. Collaborative Research Project and Presentation (25 points): Each team will research and present a topic important to the administration of preschool programs. Details of this assignment will be discussed in class.

4. Licensing Presentation (25 points): Each person will present a portion of the North Carolina requirements used for licensing an early childhood program. The re Details of this assignment will be discussed in class.

5. Course Project (165 points): You will plan, design, and “operate” a hypothetical early childhood education program. The final product required for this project is the development of an Early Childhood Manager’s Portfolio. You may include this project in your professional portfolio as an artifact. More specific information about the components of this project will be discussed in class. The final version of the entire project will be due on Monday, December 6, 2011 for presentation to the group.

Summary of Course Requirements: Point DistributionClass Attendance & Participation 50Early Childhood Education Philosophy 30 Quizzes 110 (120 points - lowest quiz)

Collaborative Research & Presentation 25 Center Design Project 165

Total 380 points

Course Grades:Final course grades will be determined by the number of points accumulated on completion of all class assignments and participation. Based on a total of 380 possible points, the following scale will be used to determine course grades.

ScaleA = 94%-100% B+ = 87%-89% C+ = 77%-79%A- = 90%-93% B = 84%-86% C = 74%-76%

B- = 80%-83% C- = 70%-73%

All assignments must be completed using the computer (word processing, spreadsheet, etc.). Clarity, grammar, spelling, and presentation will be considered in grading assignments. _________________________________________________________________________________

Administration of Preschool-- Page EDN 460 -- Tentative Course Outline Fall 2011

Date Topic Readings and AssignmentsGetting Started

8/29Week 1

IntroductionsWhat does it mean to direct an early childhood program?Overview of course & syllabusOverview of ‘guiding documents’, i.e.

N.C. Licensing Regulations:http://www.dhhs.state.nc.us/dcd/

9/5Week 2

No Class

9/12Week 3

Quiz Review NAEYC Code of Ethical ConductThe working director Administrative styles and roles Management skillsDeveloping interpersonal relationships Creating a positive climate Motivating staff

NC Division of Child Development→

Assignment: Reading for class S, D & L: Chaps 1 & 2Assignment Due ●Review NAEYC Code of Ethical Conduct http://www.naeyc.org/about/positions/PSETH98.asp and ●Write your response to Ethics tasks (Appendix A) For Licensing Presentation and Center Design Project:

Obtain current regulations for a child-care center athttp://www.dhhs.state.nc.us/dcd/ to use in presentations and as reference throughout the course

Early Childhood Education Programs9/19Week 4

QuizWorking with Family Child Care Resource and Referral Programs

Past and present of early childhood education

Assessing community need and establishing a program

Guest Speaker (CCR & R, to be confirmed)Assignment: Reading for class S, D, & L: Chap 3

For Center Design Project: Survey the types of child care centers in your

community, bring this information to class Oct. 3Develop a draft parent questionnaire, bring to class Oct. 3

9/26Week 5

QuizOrganizing center structure

Working with a boardProgram philosophy and planning the children’s programDevelopmentally Appropriate Practice in early childhood programs

Assignment: Reading for classS, D, & L: Chap 5

For Center Design Project: Begin to design a program for which you would someday like to be responsible: its organization, sponsorship, etc. Decide & formulate your educational , philosophy, program philosophy & goals: Draft due Oct. 17

Operationalizing the Early Childhood Program10/3Week 6

QuizLicensing and certification Regulations governing programs

Application of licensing standards & professional standards/Recommendations

Assignment: Reading for class S, D, & L: Chaps 8 & 9

Due: Survey of child care centers Due: Parent SurveyFor Center Design Project:

Begin to interview directors: Due November 7

Administration of Preschool-- Page 10/11Week 7

No Class

10/17Week 8

QuizDeveloping a center facility Designing the physical facility Equipping the center

Guest Speaker (Child Care Consultant, to be confirmed)Assignment: Reading for class

S, D, & L: Chap 4For Center Design Project

Begin to draft supplies & equipment listBegin to interview directors, due November 7

*** Education & Program Philosophy & Goals due ***

10/24Week 9

QuizFinancing & budgeting Balancing income and expenses Funding the program Types and sources of funding

Assignment: Reading for class S, D, & L: Chaps 6 & 7For Center Design Project

Begin to design and develop a budget including income & expenses for your program, due November 8

*** Needs Assessment Results due***10/31Week 10

QuizStaffing the center Leading and managing personnel

Staffing issues: salaries, benefits, in-service education

Roles & responsibilities

Assignment: Reading for class S, D , & L: Chap 10 & 15

11/7Week 11

QuizPublicizing the center and selecting the children

Grouping & enrolling children

Assignment: Reading for classS, D, & L: Chaps 11 & 12

For Center Design Project Begin to design and develop a publicity brochure for

your program, due November 21*** Director Interview Summary due***

11/14Week 12

QuizWorking with families, volunteers, and the communityGuest

Assignment: Reading for classS, D, & L: Chap 16

***Budget due***Implementing the Children’s Program

11/21Week 13

QuizManaging food, health, and safety in early childhood programs

Assignment: Reading for classS, D, & L: Chap 13

*** Publicity Brochure due***

11/28Week14

QuizEvaluating center components:Children, staff, total program

Assignment: Reading for classS, D, & L: Chap 14

12/5Week 15

Center Design Project Presentations ***Center Design Project due***

12/12Week16

QuizCenter Design Project Presentations

Administration of Preschool-- Page Appendix A

EDN 460 – Administration of Preschool Programs

Ethics (Due Sept. 12, 2011)

For a copy of the NAEYC Code of Ethical Conduct go to: http://www.naeyc.org/about/positions/PSETH98.asp

Your assignment is to read through the NAEYC Code of Ethics statement and:

1. Look at the Preamble in detail.

    What are the limits or boundaries of the code?

2. Look at the Ideals and Aspirations in detail.

    What do we want to do as early childhood educators?

3. Look at the principles in detail.

   What are the major rules spelled out in the NAEYC Code of Ethical Conduct?

Be prepared to discuss the NAEYC Code of Ethics in class and to work on a couple of ethical problems that arise in caring for young children.

Bring your copy of the NAEYC Code of Ethics and your response to class on Monday, Sept. 12.

This assignment was adopted from Beverly Gilbert, Carole Campbell, and Mildred Vance’s course syllabus, ECH 3073--Children, Families, & Community Relationships: Field II, Spring 2003, Teacher Education Program at ASU.

Administration of Preschool-- Page Appendix B

EDN 460 -- Developing a Personal Philosophy of Education(Due Oct. 17, 2011)

If someone asked you to explain your philosophy of teaching, what would you say? How would you begin to formulate a succinct statement that captures the essence of what you believe about teaching and learning? Whether you can articulate it or not, you have a rationale for your pedagogy, your methods of teaching children (Athey, 1990).

A teaching philosophy is a statement of beliefs that guides actions. Your personal or professional philosophy statement must communicate your beliefs about how children learn and grow, explain your view of the teacher's role, and emphasize what you believe to be the most important for children to know, do, understand, and appreciate.

For this assignment articulate your teaching philosophy. In it, consider the following points:

1. What do you see as being your role? Discuss your beliefs about to whom and for what you are responsible. Include children, families, the community, and colleagues.

2. What do you believe about how young children learn? Write a series of statements that begin with the phrase "I believe that children learn best when..." Remember to consider how you will meet special needs and celebrate diversity.

3. Why do you hope young children will become? Write a series of statements that begin with the phrase "As a result of my influence, the children in my class would become..." Consider how you will guide children's behavior.

Read the following philosophy statement, written by an experience teacher, before you begin to prepare a draft of your own statement.

Philosophy statement of Maureen C. Busche:Children are our future. How we treat and educate young children will affect our future. I believe that positive early childhood experiences affect children's achievements and attitudes throughout their school careers and lives. By focusing on strengths - what a child can do - development in all areas can be achieved in a positive, natural and meaningful way. With this positive influence, children will gain academic, social, and emotional success. I consider the best learning environment to be one in which children are actively involved. Children need to create their own knowledge and express themselves creatively in order for meaningful learning experiences to take place. When children are actively engaged in their learning, they begin to take ownership of their education.

All children have special gifts and talents. These talents should be recognized and developed throughout a child's schooling through partnership with families and strong community ties. By teacher's identifying the diversity in children and allowing them to develop areas of strength and interests, children will begin to value and feel good about their special gifts while developing an appreciation for and acceptance of differences in others.

Administration of Preschool-- Page Now, compose your personal philosophy statement, reread it, and revise it until it is well organized and flows well. Use the following checklist to assess your philosophy statement and to make sure you have included all the important points.

Does your philosophy statement: ____ Define the teacher's role ____ Present a view of the child as a leaner and celebration of diversity ____ Explain the teacher's perspective on how all children learn ____ Identify a curricular orientation and a multicultural perspective ____ Characterize the teacher's approach to child guidance ____ Address collaboration with families and the community

Remember, your philosophy statement should be an authentic reflection of your educational beliefs, written in Standard English, word-processed without error, and no more than one single-spaced typed page in length. This assignment is worth 10 points.

___________________________________________________________________________This assignment was adopted from: Jalongo, M., & Isenberg, J. (2000). Exploring your role: A practitioner's introduction to early childhood education (pp. 58-66). Ohio: Merrill.

Administration of Preschool-- Page Appendix C

EDN 460 – Fall 2010Administration of Preschool Programs

Course Project - Early Childhood Manager’s Portfolio (ECMP) Center Design Project - 165 points

Due December 5, 2011General DescriptionThe purpose of this project is to provide you with the opportunity to think about and then actively design, plan, and “operate” a hypothetical program for young children (birth to five) from diverse backgrounds. For this project you will work in small teams (2-3 members per team). The team members will be responsible for communicating with each other to: design the task, share the work, and compile a finished project. The final project will be presented to the class on December 6, 2010. By doing this project you will gain an understanding of: 1) the procedures and challenges involved in planning, operation and administration of child-care programs, and 2) develop an Early Childhood Manager’s Portfolio (ECMP).

Considerations (Hints to help you during this course….)1. Familiarize yourself with all the components of the project. You may be able to gather

information and data for several components/assignments while working on one specific one that is due-and saving the information you collected for another component until the time it is due

2. When collecting data or interviewing others, remember to set up appointments in advance if needed (you know how many things a director must do in any day).

3. Be sure to send a thank you note when you have been assisted in your work. These are all things a good director might do to forge good community/professional relations.

4. Many of the project components cannot be done just before they are due. If you have reviewed the scope of the work required, you can better plan time necessary for each component.

5. The “Director's Resources” (Sciarra, et al.) contain very useful information, use them!6. As the members of your group designs/executes the team project be sure to let me know what

you are doing. I am here to guide you. Do not let your team wait to find out you are on the wrong track. Do not wait to start this project.

7. Remember, you will be evaluating the other members of the team and they will be evaluating you in the team process.

8. This class will be successful if you share ideas respectfully. 9. CONTACT ME!!!!! Every question is important. No question is unimportant. Clarify anything

about which you are uncertain. I often get to learn from this process as well.

For this project, assume:1. The Center is a non-profit. The Board of Directors is in place.2. The land was a gift from the town in which the center is located.3. The mission of the program is to provide quality child care services to families of working

parents in the community.4. The philosophy is to provide child care services with a developmentally appropriate program.

(The program plans to begin NAEYC accreditation in the third year.)5. The center opens with all infant/toddler spaces filled but only 70% of preschool spaces have

filled. The center is fully enrolled three months after it opens.6. Full time care is 40 hours.7. The center is open from 6:30 AM to 6:00 PM. Year round, except for 12 holidays.

If there are any other things that need to be assumed, please email the instructor and she will provide information.

Administration of Preschool-- Page

OPENING A CENTER: Assume that as an early childhood educator just out of college, you have decided to start an early childhood program/center to meet the ever increasing need of your community for child care. Identify those individuals/agencies that you will have to work within the community to make this project real (ex: permits, applications, zoning, insurance, health and safety, etc.). Document all your work and include them in your report and ECMP. You can begin by the following:

1. CREATING A VISION: In thinking about your center, first you need to decide its PURPOSE, GOALS, and PHILOSOPHY. The PURPOSE of your program is to establish why you want to operate a child care center. Your GOALS guide your program toward the results you wish to accomplish. The philosophy of your program outlines how you will operate your program based on your purpose and goals. In other words, think about your responses to WHY, WHAT, and HOW you create your program’s foundation. . Write a one-page program philosophy based on your own thinking about how children should be educated.

2. SELECTING A NAME: Now that you have established your vision of what the program will look like, select a NAME for your program. Your child care center’s name will, in essence, be your trademark to the community. You want your name to reflect your program’s purpose. Avoid cute and trendy names related to children and child care; name or phrase that is popular now may not retain its value or identity later. You want families and the community to recognize your child care center by a name that will hold a reputation of a high quality establishment. Now brainstorm some possible names for your center, indicate the ones you think are appropriate, then ask friends and colleagues which names appeal to them and why.

3. ESTABLISHING AND WORKING WITH A BOARD: Most child care centers have a governing or advisory board that assists the program with representation from various professional disciplines. You should seek members from diverse backgrounds and areas of expertise who can contribute and work on behalf of the program. The governing board makes and enforces policy while the advisory board advises, discusses, suggests, investigates, or informs. The advisory board has no power to implement or enforce. Depending on the size of the center, its goals, its bylaws and other laws, there may be both a governing and an advisory board, one or the other, or neither. It is assumed that a board of director is already in place. Therefore, develop an organizational chart to properly express the hierarchical and conditional relationships among personnel and divisions in your organization.

4. ASSESSING THE NEED: Assess the need for child care in your community by surveying, a) the kinds of centers available for young children in your community, and b) the needs of families for childcare. a. Survey at least 6-8 child care programs in your community (a list of centers will be provided in class). Summarize your data in a table format. Include in your table: name of program, location, cost, center hours, number and ages of children enrolled, staff and their training, availability of a waiting list, and services available to parents and children (if available). In addition, write a summary narrative describing your findings (2-3 pages). b. Design a short child-care questionnaire and administer it to at least 10 parents of young children. Ask questions about programs, staff, facilities, and cost. Determine parents’ priorities when they seek a child-care center (a sample parent questionnaire will be provided in class). Include in your ECMP, the completed forms, a summary narrative (2-3 pages) of the results and decisions that you have made using the data from your questionnaire.

Administration of Preschool-- Page 5. REGULATION SYSTEM: Before you embark on developing a Child Care Business Plan, you should first research and understand the regulatory system for child care in your community. The more you understand about the people who support and enforce the regulations, the easier it will be to create your business plan. Most states have regulations and a licensing system to ensure that there are minimum standards of care for young children in out-of-home care. Locate the following:

State/Local Regulations: This office may be either Social Services or Health and Human Services. Contact the office and request a current copy of child care regulations and an application for a license. Also request any additional information that the agency may have on child care centers. Another excellent resource is your local child care resource and referral agency. It can help you with understanding current local child care regulations and community child care needs.

North Carolina Department of Human ResourcesDivision of Child DevelopmentP. O. Box 29553Raleigh, NC 27626-0553Phone: 1-800-859-0829 or 919-662-4527

http://ncchildcare.dhhs.state.nc.us/general/home.aspNotes:

Zoning Department: If you have not determined a location or do not have one in mind, contact your local zoning office and request a listing of communities where child care is allowed. If a list is not available, you will have to determine possible locations and then return to zoning for approval. Zoning requirements vary extensively. Generally, a special use permit is required. Do not buy or lease any property until you have written approval from the local zoning department; it can be very costly and time-consuming to have a facility approved.

Zoning Department: ________________________Address: _________________________________ _________________________________ Telephone: _______________________________Contact: _________________________________Office Hours: _____________________________Notes:

Occupancy Permit: In some communities you are required to have an occupancy permit. This is given by the county building department. You will need to find out the specific building requirements for child care facilities. Call and request these specifications so you will be aware of construction and building needs.

County Building Department: ________________Address:_________________________________ _________________________________Telephone: ______________________________Contact: _________________________________Office Hours: _____________________________Notes:

Local Fire Department: Contact the local fire department in your community for the fire safety regulations and requirements for your facility.

Local Fire Department: _____________________Address: _________________________________ _________________________________Telephone: _______________________________Contact: _________________________________Office Hours: _____________________________Notes:

Health Department: Your facility’s health and safety regulations will be governed by health departments. Contact the department for current regulations for child care centers.

Health Department: ________________________Address: _________________________________ _________________________________Telephone:_______________________________Contact: _________________________________Office Hours: _____________________________Notes:

Insurance Coverage: Child care centers require several types of insurance coverage. There are requirements for general liability insurance, excess umbrella liability, student accident, vehicle insurance for transporting children, worker’s compensation, staff medical benefits, theft, and fire and other casualty insurance. Call several insurance companies to discuss what policies and plans they have to offer, including the National Association for the Education of Young Children (NAEYC). Request quotes in writing so that you are able to compare policies.

Insurance Company:________________________Address:_________________________________ _________________________________Telephone:_______________________________Contact:__________________________________Office Hours:______________________________Notes:

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Transporting Young Children: Include information about children’s transportation in your assumed child care center. You may want to call or visit the department of motor vehicles and ask about requirements for transporting young children.

Department of Motor Vehicle:________________Address: _________________________________ _________________________________Telephone:_______________________________Contact: _________________________________Office Hours: _____________________________Notes:

Americans with Disabilities Act (ADA): (optional)This is the new federal legislation that has impact on building and/or remolding child care facilities. This important legislation will guide you in making sure your facility meets the specifications for individuals with disabilities. You should call the ADA hot line at 1-800-514-0301 to obtain written deadlines.

ADA: ___________________________________Address: _________________________________ ________________________________Telephone: _______________________________Contact: _________________________________Office Hours: _____________________________Notes:

Adopted from child care center resource and business kit: How to open a child care center: Kaplan Companies, Inc.

6. DIRECTORS INTERVIEW. Interview two directors from two different programs for young children about their experiences as director/administrators (preferably from your child care survey list). Gather your questions in a logical order and do the interview at one time. Consider what additional follow-up or clarifying questions you might need. Perhaps you can ask additional questions that will help you with your group project! In your interviews make sure that you have inquired about the centers’ experience in getting a license (e.g., what information could they offer that would help a prospective care provider avoid common pitfalls or delays). Write a three to four page summary narrative of your findings. Include transcriptions of the interviews in your ECMP. A sample interview questionnaire will be developed in class.

7. MATERIALS AND EQUIPMENT: Selection of materials should be based on developmental practices of supporting social, emotional, physical, and cognitive growth of children. Select and purchase all similar furniture and materials for each classroom. This gives a refined look to your center. Indicate the anticipated cost for the materials and equipment. You should check current catalogs, stores, etc., to find prices for materials and equipment that you have decided to supply your program in all curriculum areas.

8. BUILDING DESIGN: Your child care facility design will require you to incorporate what you know about child care regulations with appropriate environments for young children. Child care facilities have specific design requirements that must be applied when you build or renovate. Include in your ECMP, a hand drawn schematic (blueprint) and computer generated layout of the center (e.g., building size (the number of square feet per child), classrooms, outdoor play yard, office, gym, teacher’s lounge, etc.) Your center layout should include furniture and the materials you have purchased for each learning area including the office and teachers’ lounge. On your map, label each area or center. (Once again, for this section of your ECMP you may choose to include part of your course project completed in EDN 430 and EDN 450 with regard to classroom design/floor plan.)

9. FINANCES AND BUDGET: A major task of a director (or finance committee) is the preparation of a budget. For this part of your project you need to prepare a start-up budget (preferably for 6 months or one-year) by: a) estimating how much your program will cost (based on the center’s goals), and b) determining how much income will be available to support the initial operation of your program. Keep in mind that your center is assumed to be not-for-profit. Sample child care center budgets will be provided in class.

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10. PUBLICITY BROCHURE: An important part of a director’s job, in both new and ongoing programs, is publicizing the center. One way to recruit children and promote your program is through developing and distributing a brochure to prospective families. The content and appearance of your brochure makes a statement to parents. Thus make sure your words are informative and written in a straight forward language. Including appropriate photos and/or a logo in your brochure will help to attract the attention of prospective clients. We will take a look at samples in class. The following list includes some of the more stable items typically included in a brochure:

1. Mission statement –goals and visions2. The center’s philosophy; name, address, and phone number of the center3. Description of the program4. Enrollment procedures and children served (e.g., ages)5. Licensing/accreditation status of the center; hours, days, and months of program

In developing your brochure, you may draw on resources and help available from other centers in your community. However, you need to make sure that you acknowledge, credit, and cite those sources if used. Please be reminded that plagiarism, or using the work of another person and/or center and submitting it as your own, is strictly forbidden. This will result in the penalty of an “F” in the course and reporting of the offense.

FINAL PROJECT: Compile all the information gathered and write a detailed report for this assignment. Please clearly label different sections and insert information in a 3-ring binder. Remember this is a professional report and attention to detail is important. The report should include:

a) an introduction summarizing your rationale for the selection of your program typeb) need assessment survey and resultc) description of your center (e.g., name, location, group size, number of classrooms, number of

children enrolled, ages of children, personnel, organization, etc.)d) center philosophy and goalse) center’s operating hours, schedulef) center organizational chart expressing the hierarchical and conditional relationships among

personnel g) floor plan (hand-drawn schematic and computer generated) h) materials and equipmenti) insurance information, zoning information, ADA (optional) j) Licensing rules and regulations citations k) transportation plank) parent questionnaire, directors’ interviews and summaries of the resultsl) operational budget (spreadsheet)m) program brochure n) others as you see fit (meal menu, permission forms, etc.)

Course Project, Early Childhood Manager’s Portfolio Due: December 5, 2010Course Project Presentation: December 5, 2010

________________________________________________________________________________Some parts of this assignment were adopted from the Child Care Center Resource and Business Kit: How to Open a Child Care Center. Kaplan Companies, Inc.

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EDN 460 – Fall 2010Evaluation Criteria for Course Project

165 points Scale:

Unsatisfactory Marginal Satisfactory Exemplary

Components:

Directors interviews (10 pts) 1 2 3 4

Parent survey (10 pts) 1 2 3 4

New Hanover Child Care Survey (10 pts) 1 2 3 4(e.g., program, location, cost, hours of operation,numbers, & ages of children, staff, professional development, etc.)

Local regulation resources (2 pts) 1 2 3 4

Start-up budget categories (5 pts) (estimated cost optional) 1 2 3 4

Center description (10 pts) 1 2 3 4A one to two page narrative describing the center (e.g., center’s name & location, group size, hours of operations, type of program, population served, personnel, staff/child ration, sample schedule, etc.)

Program philosophy & goals (10 pts) 1 2 3 4

Organizational chart (5 pts) 1 2 3 4

Center’s layout (25 pts) 1 2 3 4

Equipment and materials lists (10 pts.) 1 2 3 4

Operational budget (15 pts) 1 2 3 4

Program brochure (20 pts) 1 2 3 4

Project Presentation

Cover page and table of contents (1 pt) 1 2 3 4

Project's organization (4 pts) 1 2 3 4

Project's overall aesthetic quality (3 pts) 1 2 3 4

Creativity and innovation in designing 1 2 3 4a child care program (5 pts)

Grammar, spelling and clarity of information (10 pts) 1 2 3 4

Project presentation to class (10 pts) 1 2 3 4

_________________________________

Total Points:

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NOTES